O Programa Bolsa Estágio Formação Docente e a formação inicial de professores no Estado do Espírito Santo: uma experiência de aprendizagem da docência

• Ano de defesa: 2015
• Autor(a) principal: Fin, Adriane
• Orientador(a): André, Marli Eliza Dalmazo Afonso de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Iniciação à docência; Aprendizagem da docência; Formação de professores
• Palavras-chave em Inglês: Initiation to teaching; Teaching learning; Teacher education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16200

This research aimed to analyze the contributions of the Programa Bolsa Estágio Formação Docente (PBEFD Grant for Docent Training Stage Program) on the teaching learning of future teachers from the basic school of the Espírito Santo state. The program is part of a teaching initiation public policy, and it was regulated in 2010 by the Espírito Santo state government. It consists of a not obligatory paid stage whose main purpose is to narrow the relationship between theory and practice in such a way to make a good association of content and didactic knowledge and the methodologies which the basic school teachers need. The theoretical framework was developed from arguments proposed by: Gatti and Nunes (2008, 2009a, 2009b), and Gatti and Gimenes (2011) that guided the discussion about curriculums of the teaching degree courses in Brazil and in Espírito Santo, emphasizing different aspects of the teaching learning process; André et al (2013), Brito (2013), Poladian (2014), and Gatti et al (2014), were used to argue about initiation to teaching programs and projects arising from teacher training brazilian public policy; and Rodrigues (2009), Malandrino (2012), Melo (2013), and Melo and Almeida (2014) were explored in order to talk about the training and its contributions on the teaching learning process. Authors as Tancredi (2009), Mizukami (2013), Tardif (2011), Vaillant (2010, 2012), Nóvoa (2009, 2011), Perrenoud (2002), Gatti, Barreto and André (2011), Carlos Marcelo (2009), Gatti and Barreto (2009), Imbernón (2002), and Zeichner (2010), supported the teaching learning process understanding as well as the importance of school and university approximation. This research has a qualitative approach and used as methodological procedures the program official documents analysis, discussion group with the trainees, and semi-structured interviews with the basic school teachers and tutor pedagogues from the training school centers. The program movements analysis was subdivided in five classes that oriented us in understanding it as a significant experience of teaching learning, not only for the trainees but also for the school teachers, since the training process was developed within a potential shared learning situation